Self-Advocacy - The Arc Minnesota

Arc Guide to Person Centered Planning

Hannah Clark — Thu, 01 Aug 2019 18:31:34 +0000

Everyone, with or without a disability, wants to have choices, meaningful relationships, a purpose and places to go and belong in their lives! People are experts in what they want and what a “good life” means for them now and in the future. Person centered planning is a process that puts people with disabilities at the center, giving them the power to define the direction of their life.

For years, human and medical service systems have decided what supports are available. They controlled what supports look like and how they provide them to people with disabilities. If people wanted to receive these supports, they had to figure out how to make themselves fit and plan their lives around services. Services focused on people’s disability labels, instead of their strengths. Services focused on how to fix the person.

For these reasons, in the 1960s, people with disabilities started to speak out. They demanded more control over what their services looked like. They also wanted their supports in the community and at home. The idea of “self-determination” came from this movement. This means people with disabilities make things happen in their own lives, instead of other people doing things to or for them. They stand up for what they want, know how and when to ask for help. Person centered planning is a platform for self-determination: it gives people a space to say what they want and what they need from others to make their goals and dreams happen. This, at its core, is what person centered planning is all about.

What does it mean to be “person centered”?

To understand person centered planning and practices, it is important to define what it means to be person centered. When someone is person centered, it means s/he:

believes the person is whole and has dreams, talents and skills to offer to the world
looks for the good in the person and does his/her best to try and bring it out
truly wants to know and understand the person with the disability
is willing to push for the person’s goals that may seem difficult or impossible
is flexible, creative and open to trying what might be possible

What is the difference between person-centered thinking and planning?

Person centered thinking is the same as being person centered. It is a belief and mindset that people are experts in what they want for their life and how they want to live it. Someone is person centered when s/he is interested in a person’s gifts and how the person can share those with others. Person centered thinking goes beyond a person’s disability label. It honors and respects the individual as a whole person who is valued.

Person centered planning is a process. The process includes a series of meetings with a facilitator. A facilitator is someone who is trained in person centered thinking, approaches and tools. During these meetings, the facilitator learns about the person “at the center”—the person with the disability. The process also involves the person’s “network,” which includes family, friends, co-workers, professionals and other important people in the person’s life. This process can help people come up with a plan for next steps in areas where they want to grow more or feel stuck—like work, where they live, friendships, dating, school or hobbies.

What happens during the person centered planning meeting?

The person with the disability and his/her network gathers and a facilitator guides the discussion. There are different tools and styles that the facilitator, who guides the planning process, can use to gather important information from the person and the network. The person has the chance to share his/her dreams and what support s/he needs—which could be anything from help from family and friends to formal services. The network has the chance to say how they want to support the person. The network helps brainstorm ways to work around barriers and come up with new ideas for the person to try out. The facilitator pushes people to dream big and not limit themselves to what services or supports exist now.

How is person centered planning helpful?

There can be many positive results from person centered planning meetings. The person at the center often feels heard and supported during and after the meeting. The network usually learns new things about the person they did not know before. Everyone at the meeting commits to action steps they will do because they are excited, which helps move the person’s dreams forward. Networks start important discussions about the person’s future now, in a positive space with time to think, plan and discuss.

Misconceptions about person centered planning

Person centered planning is not:

giving people everything they want—it’s about a balance of what is important to (what motivates, inspires) and important for (matters of health and safety) the person
a new way to have annual or team meetings or something new to call the exact same meeting process
a sign that parents, providers or professionals who help the person are doing a bad job
a process that never changes; as people grow and have new experiences, what they want for their lives and futures changes
a required check box on a form
something that is done “to” or “on” a person, like a therapy or an intervention the person is forced to do by a program or service
something that everyone with a disability needs or is for only one kind of disability
a “one size fits all” process

How does person centered planning fit with disability services?

Person centered planning is an important part of disability services in Minnesota and from the federal government. Unlike in the past, where state and federal agencies decided what was available, now these agencies must ask the people who use services what they want. These laws also list people with disabilities’ rights. Examples include Minnesota’s Olmstead Plan, the Positive Supports rule and Home & Community Based Services laws, like 245D.

Because person centered planning is a part of state and federal disability policy, people with disabilities now have more control. They have the right to decide the amount and kind of services they receive, where services happen and who provides them. Professionals must ask about a person’s goals, dreams, and the people in his/her life who can help. Professionals then use this information to design and offer supports, and the person has the right to say yes or no. These disability laws also describe the process professionals and service providers must follow if they want to change or take a person’s right away.

I am interested in person centered planning. How do I start the process?

Call The Arc for more information about person centered planning, if it is a good fit for you or a family member, and the options for how to pay for it. We can tell you how to get a list of agencies who do person centered planning and more about planning with us.

Resources

Cornell University’s Person Centered Planning Education site

MN Department of Human Services’ Person Centered Practices

Positive Supports Minnesota’s Understanding Minnesota Requirements

Minnesota’s Olmstead Plan

A National Gateway to Self-Determination: What is Self-Determination and Why is it Important?

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For further information or advocacy services, contact The Arc Minnesota at 952-920-0855 or toll-free at 833.450.1494 or visit www.arcminnesota.org. (Please note: This document is not legal advice, and should not be construed as such. Thus, no information herein should replace the sound advice of an attorney.)

The post Arc Guide to Person Centered Planning first appeared on The Arc Minnesota.

The post Arc Guide to Person Centered Planning appeared first on The Arc Minnesota.

Arc Guide to GetSet! for Transition Checklist

Hannah Clark — Mon, 29 Apr 2019 21:20:27 +0000

The Arc Minnesota promotes and protects the human rights of people with intellectual and developmental disabilities, actively supporting individuals and their families in a lifetime of full inclusion and participation in their communities.

Transition is considered academic programing for student’s grade 9 through age 21. Attention toward adult life is considered during this time, with focus on independent skills needed in high school, post-secondary education, employment and daily living activities. The Arc helps families navigate the change into adult services.

Please note that this is a general list of ideas for students ages 14 – 21. Activities will vary depending on the needs of the student.

There are a variety of Arc Guides that provide more information on services, programs and options. Check out all Arc Guides in the Learning Center.

The Transition Process: Ages 14 – 16

General

Beginning at grade 9, the student must be invited to participate in the Individualized Education Program (IEP) process and must have a Personal Learning Plan.
Work with the school to complete a good, comprehensive transition assessment.
Expand the IEP team to include additional members who can offer information on planning for the adult world for the student. This may include a county case manager and vocational rehabilitation counselor.
Review the school catalog for offered classes. Consider the full range of classes and extracurricular activities when planning schedules. Think about and plan for courses required for post-secondary education.
Develop transition goals for both academic and functional (everyday living) needs. The IEP should include courses of study based on transition needs and goals.
The IEP should include goals to develop skills fostering independence. IEP goals should address needs in the areas of employment, post-secondary training and learning, home, independent living, and safe and healthy sexual choices.
Budgeting and banking skills should be addressed and developed if needed.
Explore future planning processes that focus on the student and what they want for their future. (The Arc Minnesota offers multiple Person-Centered Planning processes to help students and families consider options.)
Explore eligibility for Medical Assistance and Social Security benefits.
Request a MnCHOICES assessment from the county if not already done this. This assessment assists to determine service options.
Encourage the development of self-advocacy skills. Help the student understand his/her own disability and how to communicate their needs to others. Could the student benefit from joining a self-advocacy group?

Employment

Explore career options and include career planning goals in the IEP. Assess skills and interests and develop a career plan.
Determine and develop skills related to completing job applications accurately, creating resumes and seeking employment.
Visit the Disability Benefits website: www.db101.org . Complete the School and Work Estimator and a Get Smart School tool kit.
Obtain a volunteer position. Discuss family and friend connections for potential volunteer and employment opportunities for the student.
Determine potential employment options in the community.

Post-Secondary Training and Learning Opportunities

Explore post-secondary options with the IEP team and Vocational Rehabilitation counselor, and document decisions on the IEP.
As an IEP team, discuss a potential graduation date for the student, – 18, 19, 20 or 21 years of age?

Recreation, Leisure and Community Participation

Identify the student’s interests in recreation and leisure activities within the community. Determine what needs, if any, should be addressed on the IEP.
Determine transportation options and how the student will get around in the community.
Determine need for education on healthy relationships and sexuality. Develop plan to address needs.

The Transition Process: Ages 16-18

General

Review activities from ages 14 – 16. Are they completed? Is more information needed? Is there more work to be done?
Determine what college entrance exams are required. Determine and apply for required test accommodations. Determine need for testing preparation sessions. These may be offered at the school or in the community.
Explore eligibility for Medical Assistance and Social Security benefits. Be aware that eligibility can change when a student becomes 18.
A student must be informed at the annual IEP meeting that rights belonging to the parent will transfer to the student at age 18, unless a legal guardian is obtained.
Obtain a state identification card (which can be a driver’s permit, license, or state ID card).
Learn about alternatives to guardianship and guardianship.
Obtain information on school timelines for graduation including taking graduation pictures, announcements, cap and gown, class party, and senior class picture.
Prepare a transition portfolio – including evaluation reports, transcripts, test scores, current IEP, medical records, interest inventories, extra-curricular activities, etc.

Employment

Create a list of references from school, personal, and professional contacts.
Explore paid job options. Apply for a job.
In the transition portfolio, add references, a template of a completed job application, and a list of skills that have been acquired.
Have the student conduct informational interviews. The student can meet with individuals who have careers he/she is interested in. Connect student with mentors in their interest areas.
Expect student will work in competitive, integrated employment. Consider more restrictive options if necessary (supported employment, enclaves, day training and habilitation).
Determine the need for direct teaching time on “soft employment skills” (greeting people, eye contact, attendance, interacting with employer, employee and general public, etc.).

Post-Secondary Training and Learning Opportunities

If the student will not graduate and leave school after completing their senior year, identify postsecondary training transition programs.
Attend college and resource fairs.
Identify options for colleges, vocational, or technical schools. Tour potential schools; determine entrance requirements; talk to staff in the disability services office.
Determine financial needs for post-secondary options.
Identify and keep a list of supports and services that might be needed in post-secondary settings, including assistive technology. Learn about Section 504 and how the rules governing those programs can help the student.

Home and Independent Living

Consider requiring the student to perform household and community chores that are required for future housing options.
Determine the need for post-high school supports at home, school and community.
Begin a conversation with the student about what kind of housing they desire after high school. Discuss where the student would like to live, if they would like to live with someone, and what their dream looks like.
Recreation, Leisure and Community Participation
Explore transportation options. Develop public transportation skills or take driving lessons.

The Transition Process: Ages 18-21

General

Review activities from ages 14 – 16, and 16 – 18. Are they completed? Is more information needed? Is more work to be done?
Develop a financial plan based on after graduation plans. This should include short term and long term needs.
Explore future planning processes that focus on the student and what they want for their future. The Arc Minnesota offers multiple Person-Centered Planning processes to help students and families consider options.
Obtain a summary of performance from the school IEP case manager when exiting school services. Upon graduation, the school must provide the student with a summary of his/her academic achievement and functional performance. This must include recommendations on how to assist the student in meeting the postsecondary goals.
Many school districts have transition fairs which provide students and parents with information on adult services. Find out if there is a transition fair in your district, or attend one in a neighboring district.

Employment

Continue goals and classes directly related to career field of interest.
Meet with Vocational Rehabilitation Services (VRS). Counselors assist persons in vocational assessments and other employment supports. Ask your IEP team or contact your local Workforce Center.

Post-Secondary Training and Learning Opportunities

Monitor post-secondary application deadlines, including financial aid deadlines.
If planning on a post-secondary class/program, register with the school’s disability office by the end of high school senior year.
At age 18, all males must register with the Selective Services. You can register or find more information on registration at www.sss.gov. Many high schools can also register students.

Home and Independent Living

Identify and explore future housing options.
Recreation, Leisure and Community Participation
Register to vote.
Join community groups based on recreation and leisure interests.

The post Arc Guide to GetSet! for Transition Checklist first appeared on The Arc Minnesota.

The post Arc Guide to GetSet! for Transition Checklist appeared first on The Arc Minnesota.

Arc Guide Directory

Hannah Clark — Sun, 17 Mar 2019 18:34:19 +0000

The Arc Guides provide helpful information on a wide range of topics. The most frequently requested Arc Guides have been translated into Spanish. Feel free to make copies. If you reproduce information from the Arc Guides, please credit The Arc Minnesota.

Self-Advocacy - The Arc Minnesota

Arc Guide to Person Centered Planning

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Arc Guide to GetSet! for Transition Checklist

The Transition Process: Ages 14 – 16

General

Employment

Post-Secondary Training and Learning Opportunities

Recreation, Leisure and Community Participation

The Transition Process: Ages 16-18

General

Employment

Post-Secondary Training and Learning Opportunities

Home and Independent Living

The Transition Process: Ages 18-21

General

Employment

Post-Secondary Training and Learning Opportunities

Home and Independent Living

Arc Guide Directory

Abuse Prevention

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Employment

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